Relevant bibliographies by topics / Didactic of literature

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Didactic of literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Didactic of literature.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Didactic of literature"

1

Dokuzova, Stanka. "Didaktična literatura za violino Dušana Vodiška / Didactic violin literature by Dušan Vodišek." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 115–45. http://dx.doi.org/10.26493/2712-3987.17(34)115-145.

Full text
Abstract:
The article discusses didactic violin literature by violinist and pedagogue Dušan Vodišek. Covering the period between 1966 and 2016, his oeuvre represents a bridge between didactic violin literature of the previous century and contemporary didactic violin literature. Over these 50 years, he significantly enriched didactic violin literature in Slovenia with his works, which include a violin book for beginners, children’s compositions for violin and piano, youth compositions for violin and piano, compositions for chamber ensemble and string orchestra, and two textbooks on position changing. These materials provide original solutions to challenges concerning individual elements of violin playing and the musical development of students. Therefore, they also represent an important contribution to the development of violin pedagogy and violin playing in Slovenia.
APA, Harvard, Vancouver, ISO, and other styles
2

Harits, Imron Wakhid. "Comparative Children Literature: Aesthetic and Didactic Context." e-Pedagogium 17, no. 2 (April 1, 2017): 15–24. http://dx.doi.org/10.5507/epd.2017.021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fox, Michael V. "Ancient Near Eastern Wisdom Literature (Didactic)." Religion Compass 5, no. 1 (January 2011): 1–11. http://dx.doi.org/10.1111/j.1749-8171.2010.00251.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gielata, Ireneusz. "Literature as an Auxiliary Science in Teaching Geography." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 93–103. http://dx.doi.org/10.17951/en.2021.6.93-103.

Full text
Abstract:
The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye.
APA, Harvard, Vancouver, ISO, and other styles
5

Miteva-Dinkova, Stela. "THE ARPEGGIO IN DIDACTIC LITERATURE FOR CLASSICAL GUITAR." Knowledge International Journal 28, no. 3 (December 10, 2018): 1069–74. http://dx.doi.org/10.35120/kij28031069s.

Full text
Abstract:
The art of instrumental performance has a specific purpose - to present a musical work (author's product) to a wide public auditorium - an audience. In order to accomplish this practical activity, the performer is necessary to adopt and master certain instrumental skills. Some of them are universal, others are "tied to" the specifics of the instrument itself, and others refer to certain elements of the musical language. By their nature, the techniques are skills created by the both hands finger movements. Fully studied and perfected, they are part of the instrumental technique, which is a tool of clear, convincing and "picturesque" representation of the artistic content of the musical works. In the process of classical guitar education, techniques are mastered step by step in accordance with their complexity, using didactic approaches outlined/exposed in the books. The review of such editions, which are created in a different period of time, illustrates the development of different pedagogical views in the classical guitar training. This provides practical and applied knowledge to the instructor of a musical instrument as an irreplaceable assistant in the teaching practice. This argues the consideration of arpeggio - a major technique skill in the context of its widespread application in the didactic instrumental literature and its fundamental importance for the development of instrumental technique in classical guitar. Expanded exposure with detailed organization of activities and modern manners of mastering the arpeggio technique, the author presents in the article ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education’ (Miteva-Dinkova, S. ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education, Collection of papers from International Scientific Conference ‘Science, Education and Innovations in the Arts’, Plovdiv, 2018). This text clarifies the origin, development and achievement of the most efficient ways of work that provide rapid and positive results in the pedagogical practice based on a review of basic didactic books (Mauro Giuliani – 120 Right Hand Studies, Francisco Tàrrega – Complete Technical Studies, Emilio Pujol – Escuela razonada de la guitarra, Abel Carlevaro – Seria Didactica para Guitarra, part 3 – Right Hand Technique).
APA, Harvard, Vancouver, ISO, and other styles
6

Sheng, E. E. "Housman's Compassionate Didactic." Victorian Poetry 58, no. 4 (2020): 451–74. http://dx.doi.org/10.1353/vp.2020.0030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cucchiarelli, Andrea. "DEFINING DIDACTIC." Classical Review 53, no. 2 (October 2003): 350–52. http://dx.doi.org/10.1093/cr/53.2.350.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

HUTCHINSON, G. O. "READ THE INSTRUCTIONS: DIDACTIC POETRY AND DIDACTIC PROSE." Classical Quarterly 59, no. 1 (April 23, 2009): 196–211. http://dx.doi.org/10.1017/s0009838809000159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bintara, Idvan Aprizal, Tatang Herman, and Aan Hasanah. "Didactical Design Realistic Mathematics Education Based on Green Mathematics in Direct & Indirect Proportions Concept at Junior High School." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 555–60. http://dx.doi.org/10.14421/icse.v3.562.

Full text
Abstract:
This research is motivated by students’ learning obstacles in direct & indirect proportions concept through literature studies and preliminary studies conducted by a researcher. Furthermore, the environmental care attitude of students is low. The purpose of the research is to create the alternative didactical design; a didactical design Realistic Mathematics Education based on Green Mathematics consisting of four lesson designs arranged due to learning obstacle in direct & indirect proportions concept, as well as relevant learning theory. Four lessons were implemented for 40 seventh grade students in Lembang who have not learned yet about the concept. The research method used in this study is qualitative research as Didactical Design Research. There are three stages in this study; the first stage is prospective analysis or didactic situation analysis producing hypothetical didactic design, the second stage is metapedadidactic analysis as implementation of hypothetical didactic design, and the third stage is retrospective analysis that produces empirical didactic design. The result shows that hypothetical didactic design can minimize the students’ learning obstacles in direct & indirect proportions concept; almost all student showed environmental care attitude is well; and almost all student showed positive attitude towards mathematics learning using hypothetical didactic design. Based on the results of the research, developed didactical design that can be applies as one of the alternative for teaching materials in direct & indirect proportions learning concept at schools that have the same characteristics.
APA, Harvard, Vancouver, ISO, and other styles
10

Olson, Kathy. "Bogan's DIDACTIC PIECE." Explicator 63, no. 1 (January 2004): 50–53. http://dx.doi.org/10.1080/00144940409597258.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Didactic of literature"

1

Luttrull, Daniel. "Solidarity Through Vacancy: Didactic Strategies in Nineteenth-Century American Literature." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586451075218142.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cooper, Charlotte. "A re-assessment of text-image relationships in Christine de Pizan's didactic works." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:af782645-9647-4d02-ae89-5a7a1d28e302.

Full text
Abstract:
Although the works of Christine de Pizan have been of interest to scholars for some time, technological advances and initiatives to make digital copies of manuscripts available online have only recently enabled close comparisons between the visual programmes of her works to be made. This thesis demonstrates that detail usually considered secondary or 'paratextual' in Christine's manuscripts actually formed a carefully-constructed part of the work itself that Christine explicitly asks her audience to read. Through 'reading' the text and image simultaneously, the visual programme proves to comprise additional layers of meaning that were woven into her didactic works. These meanings can serve to supplement the educational and moral aims of the works, or, conversely, can be inconsistent with the message conveyed in the text, leading the reader-viewer to contemplate further on the matters presented and form their own opinions on them. Sometimes, meaning is created by intervisual connections with pre-existing iconography, such that viewers may be creating associations between the miniatures seen in Christine's manuscripts and other imagery, leading them to make certain associations - this is notably the case in author-portraits of Christine. As manuscripts prepared under the author's supervision came to be copied, changes were made to the iconographic programmes, testifying to and enabling different types of readings to take place. The findings of this thesis have implications for editorial practices of medieval works in general, as these tend to circulate in editions without the visual programme, providing modern readers with only a partial view of the complete work.
APA, Harvard, Vancouver, ISO, and other styles
3

Pateridou, Georgia. "Yannis Psycharis's Greek novels (1888-1929) : didactic narratives, cultural views and self-referentiality." Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/7669/.

Full text
Abstract:
The aim of this thesis is to examine Psycharis's Greek novels by focusing on his modes of writing and the ideas manifested in them. Psycharis saw his role as that of an intellectual aiming to reform Greek culture and he fought consistently for the establishment of the demotic - as he understood it as the language of literature. Yet his novels serve as a filter not only for his views on language and literature, but also for other social and philosophical issues of relevance to his time, and even to contemporary readers. I have defined three major areas for examination: the didacticism of the novels, expressed in the themes and in the narrative techniques employed by the author; the overall recurring cultural views presented in them, and the preoccupation with the importance of fiction, the role of literature and of the prose writer. The novels will be examined in chronological order and I shall address each of the three major areas explained above in turn, emphasising the most prominent one in each case. The objective of this thesis is to make Psycharis's Greek novels better known and to indicate the role that he played in the development of Modern Greek prose and culture.
APA, Harvard, Vancouver, ISO, and other styles
4

Bornstein, Andrea. "Two-part didactic music in printed Italian collections of the Renaissance and Baroque (1521-1744)." Thesis, University of Birmingham, 2001. http://etheses.bham.ac.uk//id/eprint/677/.

Full text
Abstract:
Two-part compositions were one of the main means through which music was taught during the Renaissance and Baroque periods, and they therefore played an important role in preparing both professional and amateur musicians. The main focus of my work is formed by the published volumes of duos ranging in date from 1521, the year when the first collection was issued, to 1744, the date of publication of Angelo Bertalotti’s Solfeggi, though I also take into account duos published in musical treatises. The importance of duos during this period is evidenced by the number of extant collections - more than sixty in Italy alone - and these publications reveal an essential continuity in the teaching of music theory and practice over a period of 250 years. So far, only a fraction of the music used for this purpose has been studied by other scholars. During this period all two-part didactic music served consistent and well-defined functions: the teaching of note-values and solmization; the teaching of modality and composition; as the basis for practising both vocal and instrumental music. My thesis traces the history of the genre, analyses aspects of the compositional structure of duos and examines the detail the various functions of duos. It also considers the intended readership of volumes of duos, through study of the publishers, composers and dedicates involved.
APA, Harvard, Vancouver, ISO, and other styles
5

Finlow, Simon Robert. "The piano study from 1800 to 1850 : style and technique in didactic virtuoso piano music from Cramer to Liszt." Thesis, University of Cambridge, 1986. https://www.repository.cam.ac.uk/handle/1810/250876.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Russell, Pamela A. "Robert Henryson's development of the didactic role of the fable form in "The moral fables of Aesop"." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/18265.

Full text
Abstract:
INTENT: The purpose of the paper is to examine Henryson's collection of Aesopic and Reynardian Fables in the light of whatever instructive intent he may have had in undertaking the work. METHOD: The paper first examines both Henryson's personal history, and the social and legal background against which the fables were composed. There follows a brief discussion of the development of the fable form from its earliest appearances, incorporating an examination of Henryson's possible didactic intentions in selecting this format for his work. The paper then moves on to examine the various methods according to which instruction has been contained in the fables. This includes a discussion of such topics as Henryson's expansion of the originals, political criticism, the introduction of Aesop as a character, the use of humour and the operation of the "Fables" as a single work. CONCLUSION: It is concluded that Henryson does indeed incorporate both the original moral messages, and a full range of deeper messages, in his Fables without compromising their success as literature, or as entertainment.
APA, Harvard, Vancouver, ISO, and other styles
7

Ivarsson, Emma. "Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.

Full text
Abstract:

Abstract

This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.

Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance.

The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially

if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.

APA, Harvard, Vancouver, ISO, and other styles
8

Göransson, David. "Litteraturundervisning, av vilken anledning? : En kvalitativ studie av gymnasielärares reflektioner om de didaktiska frågorna vad och varför i litteraturundervisningen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78494.

Full text
Abstract:
This essay, “Education in literature, for what reason?” with the subtitle “A qualitative study of teachers reflections on the didactic questions what and why in the education of literature” has as its purpose to research how gymnasium teachers in literature reflects on the didactic questions what and why in relationship to the literature field of education. This is explored using qualitative interviews made with five teachers that is teaching literature in the Swedish gymnasium. The collected data is categorized into five aspects and analyzed with a focus on which aspects and raison d'être the informants use as a base for their reflections around the didactic questions. In the discussion chapter  of the essay the result of the study is put against current literature didactic research and also relevant theories of general didactics. The result shows that the informants conducts a meta reflexive process in the education of literature and that there also exists inner conflicts in the didactic process, which in the discussion is connected to a discrepancy between the measurable goals in the teaching and the raison d'être that is in the essay called the socio cultural aspect. A consequence of this discrepancy that is being lifted in the final discussion is that the pupils understanding of why they are reading literature in school and the teachers understanding of why is not in alignment, which could cause confusion amongst the pupils.
Denna uppsats, ”Litteraturundervisning, av vilken anledning?” med undertiteln ”En kvalitativ studie av gymnasielärares reflektioner om de didaktiska frågorna vad och varför i litteraturundervisningen” har som syfte att undersöka hur gymnasielärare i ämnet svenska reflekterar över de didaktiska frågorna vad och varför i förhållande till litteraturundervisningen. Detta undersöks genom kvalitativa intervjuer utförda med fem undervisande svensklärare i gymnasieskolan. Den insamlade empirin kategoriseras utifrån fem aspekter och analyseras med ett fokus på vilka aspekter och legitimeringsgrunder som informanterna utgår ifrån i sina reflektioner kring de didaktiska frågorna. I diskussionen ställs studiens resultat mot aktuell litteraturdidaktisk och allmän didaktisk forskning. Resultatet visar att informanterna har en metareflexiv process i litteraturundervisningen. Samt att det finns inre konflikter i den didaktiseringsprocessen som i uppsatsens diskussion diskuteras kopplat till en diskrepans mellan det mätbara i undervisningen och den legitimeringsgrund som i uppsatsen kategoriseras som den sociokulturella aspekten. En konsekvens av detta som lyfts fram i den avslutande diskussionen är att elevernas förståelse för varför de ska läsa litteratur i skolan och lärarnas bild av ämnets legitimering skiljer sig åt, vilket kan skapa förvirring hos eleverna.
APA, Harvard, Vancouver, ISO, and other styles
9

Ledford, Megan Leah. "Enlightenment politeness and the female reader : the role of didactic literature in teaching politeness to women in Virginia and Scotland, 1750-1850." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8241.

Full text
Abstract:
This thesis explores the notion of gentility among wealthy women in Virginia from 1750 to 1850 by comparing it to Scottish Enlightenment-inspired codes of politeness practiced among the Scottish gentry residing in Edinburgh, the Highlands, and London in the same era. It analyzes how books that taught the codes of polite morality, here referred to as didactic literature, were read by genteel, young women in Scotland and Virginia and the ways in which this literature was applied to their education, courtship practices, and social behaviors. Scots and Virginians in this era were linked through migration patterns, correspondence between families, and a transatlantic book trade, but they were also linked through the interpretation of politeness. The polite manners of genteel individuals in Britain, instilled as a part of Scottish moral philosophy, were adopted by many who aspired to gentility in America, but original, archival research has indicated that this was especially true among the elites of Virginia society from the middle of the eighteenth to the middle of the nineteenth centuries. This comparison serves to emphasize the connection between Virginian and Scottish standards of politeness, indicating similarities in the interpretation of politeness, but also a divergence over time as a result of the influences of the American Revolution and evangelical religion. It has concluded that, by the middle of the nineteenth century, while the standards of didactic literature did not entirely disappear with regards to shaping Scottish manners, the codes taught in conduct books and instructive novels of an earlier era were more widely regarded in Virginia and came to form a uniquely Virginian interpretation of politeness.
APA, Harvard, Vancouver, ISO, and other styles
10

Svensson, Martin. "Postcolonial Literature in Swedish EFL Teaching: : A Didactic Consideration of Teaching Postcolonial Literary Concepts with Examples from Arvind Adiga's The White Tiger." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49912.

Full text
Abstract:
This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Didactic of literature"

1

On the structure of didactic tales. Needham Heights, MA: Ginn Press, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Defoe, Daniel. Religious and didactic writings of Daniel Defoe. Edited by Owens W. R and Furbank Philip Nicholas. London: Pickering & Chatto,., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

McCoy, Raymond Aloysius. The teaching of Ptahhotep: With a hieroglyphic transcription of the original hieratic text of Papyrus Prisse. Ft. Lauderdale, FL: Enchiridion Publications, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sanʻʹ, Koṅʻʺ. Sa mīʺ leʺ phatʻ phuiʹ. Da guṃ Mruiʹ Sacʻ Toṅʻ puiṅʻʺ, [Rangoon]: Cacʻ saññʻ toʻ Cā pe, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nguynen, Văn Ngọc. Đông Tây ngụ ngôn: Toàn buo. Los Alamitos, Calif: Xuân Thu, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Romanena, V. E. Didakticheshy material no trudovomi obuccheniy =: Didactic material around labor teaching. Moscow: [s.n.], 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Epic lessons: An introduction to ancient didactic poetry. London: Routledge, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rutt, Susan Nicola. Medieval didactic literature written for the benefit of women: Literature and the creation of the ideal woman. Birmingham: University of Birmingham, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Plínio-o-velho e a lusitânia. Lisboa: Edições Colibri, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

The poetics of Latin didactic: Lucretius, Vergil, Ovid, Manilius. Oxford, UK: Oxford University Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Didactic of literature"

1

Jayaraman, T. "Logic in Tamil Didactic Literature." In Handbook of Logical Thought in India, 1–22. New Delhi: Springer India, 2017. http://dx.doi.org/10.1007/978-81-322-1812-8_8-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jayaraman, Thanga. "Logic in Tamil Didactic Literature." In Handbook of Logical Thought in India, 1–22. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-1812-8_8-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Barratt, Alexandra. "English Translations of Didactic Literature for Women to 1550." In What Nature Does Not Teach, 287–301. Turnhout: Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.disput-eb.3.3256.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Davies, Abe. "The Address to the Soul and Early Modern Didactic Discourse: Divinity Disciplined." In Early Modern Literature in History, 121–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66333-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hayes, Jennifer L. "Frederick Douglass’ Didactic Travel in My Bondage and My Freedom." In Teaching African American Literature Through Experiential Praxis, 21–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48595-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ruys, Juanita Feros. "Introduction: Approaches to Didactic Literature—Meaning, Intent, Audience, Social Effect." In What Nature Does Not Teach, 1–38. Turnhout: Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.disput-eb.3.3245.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Thompson, John J. "Popular Reading Tastes in Middle English Religious and Didactic Literature." In From Medieval to Medievalism, 82–100. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22233-9_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bampi, Massimiliano. "Prodesse et Delectare. Courtly Romance as Didactic Literature in Medieval Sweden." In Textes et Etudes du Moyen Âge, 1–14. Turnhout: Brepols Publishers, 2018. http://dx.doi.org/10.1484/m.tema-eb.4.2018002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Clarke, Norma. "Bluestocking Fictions: Devotional Writings, Didactic Literature and the Imperative of Female Improvement." In Women, Gender and Enlightenment, 460–73. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230554801_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stark, Doug. "Ludic Literature: Ready Player One as Didactic Fiction for the Neoliberal Subject." In Playing the Field, edited by Sascha Pöhlmann, 151–72. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110659405-010.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Didactic of literature"

1

Sundana, Lina, Sumiyadi Sumiyadi, Andoyo Sastromiharjo, and Razali Razali. "Didactic Literature in Indonesian Folklore." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.64.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nofasari, Erlinda, Dadang Sunendar, Sumiyadi, and Vismaia S. Damaianti. "Didactic Expression in Islamic Novel Written By Indonesian Author." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Вехтер, Евгения, Evgeniya Vehter, Валерия Радченко, Valeria Radchenko, Алексей Шкляр, Aleksey Shklyar, Тамара Казакова, and Tamara Kazakova. "A Comprehensive Solution to the Problem of the Development of Drawing Skills with the Help of Didactic Equipment." In 29th International Conference on Computer Graphics, Image Processing and Computer Vision, Visualization Systems and the Virtual Environment GraphiCon'2019. Bryansk State Technical University, 2019. http://dx.doi.org/10.30987/graphicon-2019-2-194-197.

Full text
Abstract:
The authors of the article propose to use the didactic complex for morphological analysis in order to comprehensively solve the problem of drawing skills development at the beginning stage of training design students. This didactic complex includes visual didactic equipment and multimedia kit. In the course of the study general pedagogical methods were used: scientific and methodological literature analysis, pedagogical process planning, working methodology approbation. The project conception process was based on the system design methodology. The theoretical basis of the study is the works on the system design theory and the art education theory. The authors describe the requirements that the designer must take into account when designing didactic equipment; represent the structure of the didactic equipment and multimedia kit; offer options for working with elements of the didactic complex for morphological analysis.
APA, Harvard, Vancouver, ISO, and other styles
4

Gimenez Calpe, Ana. "The Lecture-Performance: Implementing Performative Pedagogy in Literature Class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11186.

Full text
Abstract:
In recent years the performative has gained importance within the pedagogical field and has opened new perspectives in educational research. Experience has shown that the integration of performative elements in the learning process allow teachers to involve learners emotionally and cognitively. The present paper deals with a learning experience performed with students in the course “German Literature (2nd language)” at the University of Valencia. From the perspective of Performative Pedagogy, students are asked to carry out a research project and then transfer the acquired knowledge to the theatrical format that must be didactic: a Lecture-Performance. This activity highlights the benefits of students’ autonomous and cooperative learning, as well as the development of students’ performative competence, with which they achieved deeper levels of understanding and improved their retention of what was studied. The teacher evaluation and a questionnaire carried out by the students at the end of the activity confirm the achievement of the initial objectives.
APA, Harvard, Vancouver, ISO, and other styles
5

Chetrosu, Anca Nicoleta. "Types of didactic activities that lead to the development of scientific thinking in Romanian language and literature classes." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p45-48.

Full text
Abstract:
This paper aims to highlight the importance of scientific thinking in the act of teaching, learning and assessment in Romanian Language and Literature classes. The first part of the article addresses the necessary steps to be taken in the development of scientific thinking, as well as its characteristics. The second part presents the types of teaching activities that facilitate the transfer from theory to practice, as well as a list of learning apps that can be used in literature classes.
APA, Harvard, Vancouver, ISO, and other styles
6

Slabin, Uladzimir. "VERKHOVSKY EPONYMS IN THE EPOCH OF EDUCATIONAL ETHNOCENTRISM." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.122.

Full text
Abstract:
Being of didactic and axiological potential, eponyms are important for science education, in particular for implementing the principles of humanization and historicism. Reviewing literature for dictionary of chemical eponyms, an unusual publication on teaching chemistry was found. It contained a number of self-introduced eponyms, no one of them is in use nowadays. Implications of the time the book was published at, ethnocentrism in education are discussed. Keywords: chemical eponyms, laboratory equipment, chemistry teaching, Verkhovsky, ethnocentrism.
APA, Harvard, Vancouver, ISO, and other styles
7

Исламова, Алла Каримовна. "TO THE ISSUE OF THE DEVELOPMENT OF COGNITIVE DIRECTION IN LITERATURE AFTER MODERNISM: THE VISUAL AND THE TRUE HORISON OF KNOWLEDGE IN W. GOLDING’ NOVEL «FIRE DOWN BELOW»." In Социально-экономические и гуманитарные науки: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/seh296.2021.88.75.002.

Full text
Abstract:
Предмет изучения в статье составляют дидактические аспекты романа У. Голдинга в их отношении к аналогичным направлениям литературы постмодерна. Рассмотрение данных аспектов в эпистемологическом горизонте произведения позволяет заключить, что они были обращены против ограничений эпического пространства и когнитивных искажений картины реальности в модернизированных формах романа. The subject of the article accounts for the didactic aspects by Golding’s novel as related to similar currents of thought in postmodern literature. The insights into these aspects within the epistemological horizon of the work in question leads to the conclusion that they are directed against the cognitive distortions of the picture of the world and restrictions of its ontological framework in modernistic novels.
APA, Harvard, Vancouver, ISO, and other styles
8

Serpe, Annarosa. "THEORY AND PRACTICE OF STORYTELLING WITH SCRATCHJR TO DEVELOP EARLY MATHS SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end112.

Full text
Abstract:
This paper seeks to contribute to the debate surrounding children and digital storytelling by focusing on its application in preschool to develop early maths skills. Starting from a literature review, the paper describes a brief relevant question of how storytelling and teaching programming can be mutually supporting and outlines the educational potential of this approach. At the crossroads between the examination of some pedagogical practices, the paper shows a modality of didactic work that is relevant and practicable for conducting digital storytelling activities in the preschool.
APA, Harvard, Vancouver, ISO, and other styles
9

Pedro, Hernandez, and Espitia Edinson. "Use of Analogies in Science Education, a Systematic Mapping Study." In 2nd International Conference on Soft Computing, Artificial Intelligence and Machine Learning (SAIM 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.111008.

Full text
Abstract:
This systematic mapping study consisted of tracking the scientific literature that addresses the issue of analogies as a didactic strategy in science teaching. An analogy can be understood as comparing an existing knowledge with a new knowledge to achieve a better understanding of the new knowledge as a result of the comparison of similarities; or in other words, use students' own concepts to introduce new concepts using comparisons between the two. The purpose of this study was to identify, analyze, synthesize and evaluate research works that touched on this topic, with this, to have knowledge about the models of uses of analogies, most used didactic strategies, research methodologies in this field and how to evaluate the learning effectiveness of working with analogies. The methodology that was used is the systematic mapping study; Five questions were posed that guided the information tracking process. Later, the electronic documents in English for the last twenty years were traced in five databases related to the educational field. Finally, it is concluded by responding to the purpose of the study where it is evident that, broadly speaking, the research methodologies in this field are quantitative as well as qualitative, to implement analogies, resources such as images, illustrations, textual indications and audiovisual aids are used, it is usually evaluated the effectiveness of using analogies with multiple choice tests, oral tests of creating analogies by students.
APA, Harvard, Vancouver, ISO, and other styles
10

Horva´th, Imre. "Design Competence Development in an Academic Virtual Enterprise." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99162.

Full text
Abstract:
Development of competence has been one of the major issues and goals of modern academic design and engineering education. Nevertheless, our literature study revealed that we are still far from a common interpretation of design competence. There are different views on it which we called reductionist and holistic. In the reductionist view, design competence is considered to be not else than a set of low level competencies such as drawing skills, spatial vision, specialized knowledge, intuitiveness and creativity, verbal communication, and technical writing, which have been typically addressed disjointedly. In the holistic view, design competence is a synergetic construct of some generic capacities. We followed this latter view in our work. We studied the implementation opportunities and manifestation of holistic design competence at the development and conduct of our recent European Global Product Realization course. Based on our past experiences and the information from the literature, we assumed that holistic design competence is a construct of five generic capacities: capabilities, attitude, knowledge, skills, and experiences, and can be efficiently developed by concurrently focusing on each of these, respectively. The professional content and didactic approach of the course were designed accordingly. An academic virtual enterprise was formed with the involvement of an industrial company and universities of five countries. The course included two instructional streams, which have been called professional navigation and industrial project. This paper presents our interpretation of holistic design competence, the didactic aspects of developing the underpinning generic capacities, and their manifestation in the European Global Product Realization course. A qualitative research has been completed with the involvement of 46 students to make out how our approach contributed to the development of the elementary design competencies. The conclusion has been that our approach equally well supports the development of both the holistic design competence and the elementary design competencies that are needed by product designers to be able to successfully operate in geographically dispersed virtual enterprises. The students’ opinion has been that the course was challenging but rewarding from the point of view of their future carrier as product designers.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Didactic of literature' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography